ABSTRACT

The purpose of this study was to examine the effects of video modeling combined with self-monitoring strategies on the acquisition of using a Kiosk skill of high school students with intellectual disabilities ordering food in a fast food restaurant. The subjects of this study were Three high school students with intellectual disabilities, age 17 who enrolled in a special class in a general school. Multiple baseline probe design across subjects were utilized for this study. The results of the study were as follows: video modeling combined with self-monitoring strategy improved the Kiosk skill of the participants. The effects were maintained after withdrawing the intervention. The average of non-overlapping data point(PND) was 100%, indicating a ‘high effective level’ intervention effect. The result of this study suggested that video modeling combined with self-monitoring strategies were an effective intervention enhancing using Kiosk activity skill for a high school students with intellectual disabilities. The results were maintained until two weeks after intervention and generalized at the other fast-food restaurant.

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